Primary school principals ' job satisfaction and occupational stress

Abstract

Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/approach – The paper draws on an analysis of Growing up in Ireland data, a national representative study of nine-year-old children in Ireland. In order to explore the simultaneous impact of individual and school factors on stress and job satisfaction of principals in Irish primary schools, multivariate analysis was used. Analyses in this paper are based on responses from principals in 898 schools. Findings – The results of the study indicate that a significant number of primary school principals in Ireland are not very satisfied and feel stressed about their job. Regression analysis revealed that job satisfaction and occupational stress were related to a complex set of personal characteristics, working conditions, school context and teacher climate. Research limitations/implications – The data are limited to primary school principals. However, this is in itself an advantage since it allows for greater insights into variation across principals in job satisfaction and stress, holding the effect of school level constant. Originality/value – This is the first study of its kind in the Irish context that explores the simultaneous effect of a number of factors on school principals’ stress and job satisfaction.

School Principals and Job Stress: The Silent Dismissal Agent and Forgotten Pill in the United Nations Sustainable Development Goal 4

“…Queen & P. S. Queen, 2005). It, therefore, appears that principals are under more pressure (Boyland, 2011) due to several changes in recent years that have increased the variety, scope, and demands of the position resulting in many principals considering leaving the profession (Mitchell, 2010) or unwilling to accept position as principals (Darmody & Smyth, 2016).…”

“…Consequently, if the needs of the work are more than what the individual's ability can contain, then job stress is likely to result. The resultant job stress which is demonstrated visibly in the form of unpleasant negative emotions (anger, anxiety, tension, frustration, or depression) (Kyriacou, 2001), have impact on the individual's work performance (Darmody & Smyth, 2016;Mbibi, Oluchi, & Nwamuo, 2013). In the long term, the inability of the individual's capacity (competency or skills) to match the demand of the job give rise to job burnout, and according to Brock and Grady (2002), the symptoms of burnout are shown as physical, intellectual, social, emotional, and spiritual.…”

“…The impact of this is demonstrated in the low level of job satisfaction (Markow, Macia, & Lee, 2013), the unwillingness of other teachers to take up the responsibility of a school principal (Darmody & Smyth, 2016), developing less interest in the job (Mbibi et al, 2013) and the readiness to change job (Yambo, Kindiki, & Tuitoek, 2012).…”

“…The impact of job stress on the operations among school principal has gain policy relevance such that it is becoming difficult to fill vacant positions for principals as many teachers are discouraged from taking up the job (Linn, Baker, & Betebenner, 2002; National Association of Elementary School Principals [NAESP], 2003). The reasons accounting for this apparent lack of interest are the factors identified as the school principals' job stressors (as mentioned in IPPN, 2010;Darmody & Smyth, 2016;etc. above).…”

Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

“…The second emerging question focuses on the potential effect that democratic school leadership could have on relieving educational administrators of their managerial obligations. Research has shown that principals in Canada are experiencing an increase in work intensification (Pollock, Wang, & Hauseman, 2014, 2017 which has led to more physical and emotional stress (Chaplain, 2001;Darmody & Smyth, 2016). As can be seen in Mervin's case, distributing his managerial obligations to others resulted in a perceived increase in time afforded to lead.…”